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Format: 1 Online-Ressource

ISBN: 9783030974602

Series Statement: Springer polar sciences

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-030-97459-6

Additional Edition: Erscheint auch als Druck-Ausgabe, MyCopy Softcover ISBN 978-3-030-97461-9

Language: English

DOI: 10.1007/978-3-030-97460-2

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 Online-Ressource (260 p.)

ISBN: 9783030974602

Series Statement: Springer Polar Sciences

Content: This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north

Note: English

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URL: kostenfrei

UID:

Format: 1 electronic resource (260 p.)

Edition: 1st ed. 2023.

ISBN: 3-030-97460-X

Series Statement: Springer Polar Sciences,

Content: This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.

Note: Chapter 1. Introduction: Education, Equity and Inclusion for a Sustainable North -- Chapter 2. Adaptation isn’t just for the tundra: Rethinking teaching and schooling in Alaska’s Arctic -- Chapter 3. The role of evaluative thinking in generating, evaluating and scaling innovations in learning: A case study of the Greenland education system -- Chapter 4. Sámi Teacher Education or Teacher Education for Sámi students? Central Cornerstones in Sámi Teacher Education -- Chapter 5. Education Provision for Indigenous and Minority Heritage Languages Revitalisation: A Study focusing on Saami and Scottish Gaelic -- Chapter 6. Policy equity contexts in inclusive education for immigrant children in The Faroe Islands -- Chapter7. Does it Matter Where You Live? Young people’s experiences of educational transitions from basic education to further education in Finnish Lapland -- Chapter 8. Personal and ethnic identity in representatives of the indigenous small-numbered peoples of the Russian Far North – the Saami and the Nenets -- Chapter 9. “A lesson is most exciting [when] the teacher typically explains complex topics” - A student perspective on public schooling in Greenland -- Chapter 10. Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School -- Chapter 11. Collaborative Pedagogies: Seeking and Finding Truth within Indigenous Children's Literature through Multiliteracies -- Chapter 12. Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands -- Chapter 13. A walk on the wild side – on the motivation of immigrant workers to provide public service in Greenland -- Chapter 14. Multi-grade Teaching in a Small Rural School in Northern Norway -- Chapter 15. Fostering professional development for inclusive education in rural Iceland: A collaborative action research project -- Chapter 16. Concluding chapter: Southern Reflections on Education toward a Sustainable North. , English

Additional Edition: ISBN 3-030-97459-6

Language: English

DOI: 10.1007/978-3-030-97460-2

UID:

Format: 1 online resource (263 pages)

ISBN: 9783030974602

Series Statement: Springer Polar Sciences Ser.

Note: Intro -- Contents -- Chapter 1: Introduction: Education, Equity and Inclusion for a Sustainable North -- Chapter 2: Adaptation Isnt́ Just for the Tundra: Rethinking Teaching and Schooling in Alaskaś Arctic -- 2.1 Introduction -- 2.2 The Teacher Workforce -- 2.3 Conventional Policy Efforts to Fix the Teacher Pipeline Issues -- 2.3.1 Efforts to Prepare More Local and Indigenous Educators -- 2.3.2 Efforts to Retain New Teachers -- 2.4 Policy Efforts to Create More Culturally Grounded Practice -- 2.5 What Can Or Should Be Done? A More Critical Examination -- 2.6 The Impact of Colonization -- 2.7 Creating a Decolonized System -- 2.7.1 Shifting Control of Schooling -- 2.7.2 Grounding Schooling in Local Community Ways -- 2.7.3 Schooling to Reclaim and Create Systemic Change -- 2.8 Models and Finances -- 2.9 Summary -- References -- Chapter 3: The Role of Evaluative Thinking in Generating, Evaluating and Scaling Innovations in Learning: A Case Study of the ... -- 3.1 Literature Review -- 3.2 Methods -- 3.3 The Promise of Education - And the Challenges -- 3.4 Learning and Evaluative Thinking Based on the Legislation/Education Act - Intentions on Policy Level -- 3.5 School and Classroom Level -- 3.6 Regional Government and Municipal Council Level -- 3.7 Ministry and National Government Level -- 3.8 Is Learning a Priority on a System Level? -- 3.9 Learning and Evaluative Thinking in Practice - Evaluation and Monitoring with Different Purposes -- 3.10 What Is Measured and Monitored? -- 3.11 Different Interpretations on Key Evaluation and Monitoring Tools -- 3.12 Conclusions - a Perfect Storm of Dysfunction -- 3.13 Context Shapes (Evaluation) Culture and Conditions for Development -- References -- Chapter 4: Smi Teacher Education or Teacher Education for Smi Students? Central Cornerstones in Smi Teacher Education -- 4.1 Introduction. , 4.2 Approaches to Indigenous Higher Education -- 4.3 Method and Material -- 4.4 Smi Teacher Education -- 4.4.1 Language -- 4.4.2 Teaching Content, Teaching Perspective and Teaching Context -- 4.4.3 The Smi School Arena -- 4.5 Pedagogical Pathways in Smi Teacher Education -- 4.6 Caggit in Smi Teacher Education Lvvu -- 4.6.1 Smi Language -- 4.6.2 Smi Árbediehtu -- 4.6.3 Girjs Searvelatnja -- 4.7 Conclusion -- References -- Chapter 5: Education Provision for Indigenous and Minority Heritage Languages Revitalisation: A Study Focusing on Saami and Sc... -- 5.1 Introduction -- 5.2 Background to Saami and Scottish Gaelic -- 5.3 Methodology -- 5.4 Saami -- 5.4.1 Education -- 5.4.2 Challenges -- 5.5 Scottish Gaelic -- 5.5.1 Policy Context -- 5.5.2 Education -- 5.5.3 Educational Challenges -- 5.5.4 Pedagogical Challenges -- 5.6 Discussion -- 5.6.1 Educational Challenges -- 5.6.2 Opportunities for Home and Community Use of Languages -- 5.7 Conclusion -- References -- Chapter 6: Policy Equity Contexts in Inclusive Education for Immigrant Children in the Faroe Islands -- 6.1 Introduction -- 6.2 Contextual Background -- 6.2.1 Role of Faroese Language -- 6.3 Theoretical Underpinnings -- 6.3.1 Inclusion and Social Justice in Education -- 6.3.2 Language and Identity Link -- 6.3.2.1 Language and Acculturation -- 6.4 Methodology -- 6.5 Analysis -- 6.5.1 Policy Context: The Integration Committee Report (2011) -- 6.5.1.1 Policy Text -- 6.5.1.2 Policy Consequences -- 6.5.2 Policy Context: The Faroese Education Law of 1997 (Revised in 1999 & -- 2000) with Reference to its Provisions for Immigran... -- 6.5.2.1 Policy Text -- 6.5.2.2 Policy Consequences -- 6.5.3 Policy Context: Executive Order No.144 on Teaching Faroese as a Second Language and Mother Tongue Teaching (Oct 6, 2020) -- 6.5.3.1 Policy Text -- 6.5.3.2 Policy Consequences. , 6.5.4 The UNESCO Framework of Analysis -- 6.5.5 Discussion -- 6.6 Conclusion -- 6.6.1 Significance of the Study -- References -- Chapter 7: Does it Matter Where You Live? Young Peopleś Experiences of Educational Transitions from Basic Education to Furthe... -- 7.1 Introduction -- 7.2 Context: Finnish Education System -- 7.3 Educational Transitions -- 7.4 Research Design and Settings -- 7.5 Results -- 7.5.1 Roles and Responsibilities -- 7.5.2 Social Relationships and Supporting Networks -- 7.5.3 Living Environment and Culture -- 7.6 Conclusions -- References -- Chapter 8: Personal and Ethnic Identity in Representatives of the Indigenous Peoples of the Russian Far North: The Nenets and ... -- 8.1 Introduction -- 8.2 Methods -- 8.3 Results for Nenets and Sami Youth -- 8.3.1 Results from Nenets Respondents -- 8.3.2 Results from Sami Respondents -- 8.4 Comparing Results for Indigenous Youth and Ethnic Russian Peers -- 8.5 Implications and Recommendations -- References -- Chapter 9: ``A Lesson Is Most Exciting [When] the Teacher Typically Explains Complex Topics:́́ A Student Perspective on Public... -- 9.1 Introduction and Background -- 9.2 The Setting of the Survey -- 9.3 Theoretical Framework -- 9.3.1 Different Domains on Schooling -- 9.3.2 Experience of Schooling -- 9.4 Methods, Data and Limitations -- 9.4.1 Methods -- 9.4.2 The Instrument - Questionnaire Design -- 9.4.3 Data -- 9.4.4 Coding of Qualitative Responses -- 9.4.5 Limitations to the Study -- 9.5 Findings -- 9.5.1 Students ́General Perception of Schooling -- 9.5.2 Students ́Perception of Everyday Lessons in Greenlandic and Mathematics -- 9.5.3 Students ́Perception of When and Under What Conditions a Lesson Is Perceived as Either `Exciting ́or `Boring ́-- 9.5.3.1 The Teacher -- 9.5.3.2 The Student -- 9.6 Conclusion and Discussion of Results -- 9.6.1 Implications -- References -- Website. , Chapter 10: Teaching Social Sustainability and About Swedenś Sami Peoples in Senior Secondary School -- 10.1 Introduction -- 10.2 A Short History of the Oppression and Displacement of Swedenś Sami Peoples -- 10.3 Methodology -- 10.4 Theoretical Background and the Rationale for the Educational Plan -- 10.5 EYE for Sustainability -- 10.6 Learner-Centred Activities -- 10.7 Findings and Discussion -- 10.8 Misconceptions of Sami History -- 10.9 Increased Understanding of Sami Culture, Beliefs and Language -- 10.10 Conclusion -- Appendix 1 Summary of Social Sustainability Unit -- References -- Chapter 11: Collaborative Pedagogies: Seeking and Finding Truth Within Indigenous Childrenś Literature Through Multiliteracies -- 11.1 Introduction -- 11.2 Collaborative Practice and Multiliteracies Pedagogy -- 11.3 Research Design and Methods -- 11.4 Indigenous Knowledges and Multiliteracies Pedagogies -- 11.4.1 Situated Practice -- 11.4.2 Overt Instruction -- 11.4.3 Critical Framing -- 11.4.4 Transformed Practice -- 11.5 Teacher Collaboration -- 11.6 Implications for Teaching -- 11.7 Conclusion -- References -- Chapter 12: `Analysis of Policies Supporting Teachers to Tackle Linguistic and Cultural Diversity and Facilitate Inclusion fro... -- 12.1 Introduction -- 12.1.1 Why Are We Writing Together? -- 12.1.2 The Differences and Similarities of the Two Nations -- 12.1.3 Teacher Education in the Faroe Islands -- 12.1.4 Teacher Education in Iceland -- 12.2 Literature Review -- 12.3 Methodology -- 12.4 Findings from the Document Analysis -- 12.4.1 Policy Findings from the Faroe Islands -- 12.4.1.1 The Status of Policies -- 12.4.1.2 Teacher Preparation for Working with Diversity -- 12.4.2 Policy Findings from Iceland -- 12.4.2.1 The Status of Policies -- 12.4.2.2 Teacher Preparation for Working with Diversity -- 12.5 Discussions -- 12.5.1 Similarities. , 12.5.2 Difference in Emphasis Between Countries -- 12.5.3 Implications for Policy Development -- 12.6 Conclusions -- References -- Chapter 13: A Walk on the Wild Side - On the Motivation of Immigrant Workers to Provide Public Service in Greenland -- 13.1 Introduction -- 13.2 Concepts and Theory -- 13.2.1 Sense of Community (SOC) and Sense of Community Responsibility (SOC-R) -- 13.2.2 PSM -- 13.2.3 Excitement Motivation (EM) -- 13.2.4 Center and Periphery -- 13.3 Method and Expectations -- 13.3.1 Research Design and Data -- 13.4 Analysis -- 13.4.1 Analysis I: Why Do Teachers Seek Employment in West/East Greenland? -- 13.4.2 Analysis II - Why Do Teacher Leave Their Positions in West/East Greenland -- 13.5 Conclusion -- Literature -- Chapter 14: Multi-grade Teaching in a Small Rural School in Northern Norway -- 14.1 Introduction -- 14.2 Theoretical Backdrop -- 14.2.1 Small Schools in Small Municipalities -- 14.2.2 The Education Act and the Right to Attend School -- 14.2.3 Adapted Education and Inclusion -- 14.2.4 `Social Learning ́in the Norwegian Core Curriculum -- 14.2.5 The Norwegian Subject Curriculum -- 14.2.6 Useful Didactical Tools in Multi-grade Teaching Practice -- 14.3 Method -- 14.3.1 Field Work -- 14.3.2 Limitations -- 14.3.3 Analysis -- 14.4 Results and Discussion -- 14.4.1 Student Group Formation/Subject Organizing -- 14.4.2 Teachers ́Overview of Personal Working Plans -- 14.4.3 Peer-Learning -- 14.4.4 Social Learning -- 14.5 Scholarly Significance -- References -- Chapter 15: Fostering Professional Development for Inclusive Education in Rural Iceland: A Collaborative Action Research Proje... -- 15.1 Introduction -- 15.2 A Whole School Professional Development Approach -- 15.3 Collaborative Action Research Design -- 15.4 Findings -- 15.4.1 Prologue -- 15.4.1.1 First Encounters -- 15.4.1.2 Planning the Course -- 15.4.2 Action Stage. , 15.4.2.1 The Honeymoon.

Additional Edition: Print version: Hirshberg, Diane B. Education, Equity and Inclusion Cham : Springer International Publishing AG,c2023 ISBN 9783030974596

Language: English

Keywords: Electronic books.

URL: Click to View

URL: lizenzpflichtig

UID:

Format: 1 electronic resource (260 p.)

Edition: 1st ed. 2023.

ISBN: 3-030-97460-X

Series Statement: Springer Polar Sciences,

Content: This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.

Note: Chapter 1. Introduction: Education, Equity and Inclusion for a Sustainable North -- Chapter 2. Adaptation isn’t just for the tundra: Rethinking teaching and schooling in Alaska’s Arctic -- Chapter 3. The role of evaluative thinking in generating, evaluating and scaling innovations in learning: A case study of the Greenland education system -- Chapter 4. Sámi Teacher Education or Teacher Education for Sámi students? Central Cornerstones in Sámi Teacher Education -- Chapter 5. Education Provision for Indigenous and Minority Heritage Languages Revitalisation: A Study focusing on Saami and Scottish Gaelic -- Chapter 6. Policy equity contexts in inclusive education for immigrant children in The Faroe Islands -- Chapter7. Does it Matter Where You Live? Young people’s experiences of educational transitions from basic education to further education in Finnish Lapland -- Chapter 8. Personal and ethnic identity in representatives of the indigenous small-numbered peoples of the Russian Far North – the Saami and the Nenets -- Chapter 9. “A lesson is most exciting [when] the teacher typically explains complex topics” - A student perspective on public schooling in Greenland -- Chapter 10. Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School -- Chapter 11. Collaborative Pedagogies: Seeking and Finding Truth within Indigenous Children's Literature through Multiliteracies -- Chapter 12. Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands -- Chapter 13. A walk on the wild side – on the motivation of immigrant workers to provide public service in Greenland -- Chapter 14. Multi-grade Teaching in a Small Rural School in Northern Norway -- Chapter 15. Fostering professional development for inclusive education in rural Iceland: A collaborative action research project -- Chapter 16. Concluding chapter: Southern Reflections on Education toward a Sustainable North. , English

Additional Edition: ISBN 3-030-97459-6

Language: English

DOI: 10.1007/978-3-030-97460-2

URL: https://doi.org/10.1007/978-3-030-97460-2

URL: kostenfrei

UID:

Format: 1 Online-Ressource.

ISBN: 978-3-030-97460-2

Series Statement: Springer polar sciences

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-030-97459-6

Additional Edition: Erscheint auch als Druck-Ausgabe, MyCopy Softcover ISBN 978-3-030-97461-9

Language: English

DOI: 10.1007/978-3-030-97460-2

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 Online-Ressource.

ISBN: 978-3-030-97460-2

Series Statement: Springer polar sciences

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-030-97459-6

Additional Edition: Erscheint auch als Druck-Ausgabe, MyCopy Softcover ISBN 978-3-030-97461-9

Language: English

DOI: 10.1007/978-3-030-97460-2

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 electronic resource (260 p.)

Edition: 1st ed. 2023.

ISBN: 3-030-97460-X

Series Statement: Springer Polar Sciences,

Content: This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.

Note: Chapter 1. Introduction: Education, Equity and Inclusion for a Sustainable North -- Chapter 2. Adaptation isn’t just for the tundra: Rethinking teaching and schooling in Alaska’s Arctic -- Chapter 3. The role of evaluative thinking in generating, evaluating and scaling innovations in learning: A case study of the Greenland education system -- Chapter 4. Sámi Teacher Education or Teacher Education for Sámi students? Central Cornerstones in Sámi Teacher Education -- Chapter 5. Education Provision for Indigenous and Minority Heritage Languages Revitalisation: A Study focusing on Saami and Scottish Gaelic -- Chapter 6. Policy equity contexts in inclusive education for immigrant children in The Faroe Islands -- Chapter7. Does it Matter Where You Live? Young people’s experiences of educational transitions from basic education to further education in Finnish Lapland -- Chapter 8. Personal and ethnic identity in representatives of the indigenous small-numbered peoples of the Russian Far North – the Saami and the Nenets -- Chapter 9. “A lesson is most exciting [when] the teacher typically explains complex topics” - A student perspective on public schooling in Greenland -- Chapter 10. Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School -- Chapter 11. Collaborative Pedagogies: Seeking and Finding Truth within Indigenous Children's Literature through Multiliteracies -- Chapter 12. Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands -- Chapter 13. A walk on the wild side – on the motivation of immigrant workers to provide public service in Greenland -- Chapter 14. Multi-grade Teaching in a Small Rural School in Northern Norway -- Chapter 15. Fostering professional development for inclusive education in rural Iceland: A collaborative action research project -- Chapter 16. Concluding chapter: Southern Reflections on Education toward a Sustainable North. , English

Additional Edition: ISBN 3-030-97459-6

Language: English

DOI: 10.1007/978-3-030-97460-2

UID:

Format: 1 electronic resource (260 p.)

Edition: 1st ed. 2023.

ISBN: 3-030-97460-X

Series Statement: Springer Polar Sciences,

Content: This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.

Note: Chapter 1. Introduction: Education, Equity and Inclusion for a Sustainable North -- Chapter 2. Adaptation isn’t just for the tundra: Rethinking teaching and schooling in Alaska’s Arctic -- Chapter 3. The role of evaluative thinking in generating, evaluating and scaling innovations in learning: A case study of the Greenland education system -- Chapter 4. Sámi Teacher Education or Teacher Education for Sámi students? Central Cornerstones in Sámi Teacher Education -- Chapter 5. Education Provision for Indigenous and Minority Heritage Languages Revitalisation: A Study focusing on Saami and Scottish Gaelic -- Chapter 6. Policy equity contexts in inclusive education for immigrant children in The Faroe Islands -- Chapter7. Does it Matter Where You Live? Young people’s experiences of educational transitions from basic education to further education in Finnish Lapland -- Chapter 8. Personal and ethnic identity in representatives of the indigenous small-numbered peoples of the Russian Far North – the Saami and the Nenets -- Chapter 9. “A lesson is most exciting [when] the teacher typically explains complex topics” - A student perspective on public schooling in Greenland -- Chapter 10. Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School -- Chapter 11. Collaborative Pedagogies: Seeking and Finding Truth within Indigenous Children's Literature through Multiliteracies -- Chapter 12. Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands -- Chapter 13. A walk on the wild side – on the motivation of immigrant workers to provide public service in Greenland -- Chapter 14. Multi-grade Teaching in a Small Rural School in Northern Norway -- Chapter 15. Fostering professional development for inclusive education in rural Iceland: A collaborative action research project -- Chapter 16. Concluding chapter: Southern Reflections on Education toward a Sustainable North. , English

Additional Edition: ISBN 3-030-97459-6

Language: English

DOI: 10.1007/978-3-030-97460-2